Learning Processes of a Student with Moderate Intellectual Disability and Teacher Feedback in Lessons with a Money Management Task: A Socio-cultural Approach

Abstract

This study aims to analyze—from a socio-cultural perspective—learning processes of students with moderate intellectual disabilities (MOID) and characteristics of teacher feedback when supporting such students. Interactions of an MOID student participant were analyzed within the context of seven mathematics lessons, which showed that the teacher's feedback of requesting the student to solve problems independently while maintaining a high level of motivation made the participant more proactive in solving tasks. Time lags were also observed between the beginning of the lessons and that of the student's proactive actions, as well as between the beginning of the proactive actions and the first correct answer. The student's performance showed an increasing potential for giving correct answers. These findings suggest that it is important to provide long-term support for students' active learning and to focus on their learning process so as to evaluate the potential for giving correct answers.